Knowledge of Inclusive Education among Secondary School Teachers in Nellore district of Andhra Pradesh

Abstract

Education is essential for fostering development, personal growth, and reducing poverty, regardless of challenges like disability. Teachers play a crucial role at every stage by helping children and youth reach their full potential physically, intellectually, socially, emotionally, morally, and spiritually. Inclusive education ensures that children with different abilities can learn and participate equally with others in their community. This study aimed to explore the perspectives of secondary school teachers on implementing inclusive education to enhance the quality of education in government schools in Nellore district, Andhra Pradesh. It also sought to identify factors that may influence the adoption of inclusive practices in schools. The research used a mixed-method approach, grounded in behaviourism theory, with data collected from 300 teachers through questionnaires, interviews, and observations, using purposive and random sampling techniques. Quantitative data were analysed with SPSS, while qualitative data were gathered from open-ended questionnaires and focus group interviews with teachers. The results showed that many teachers were willing to implement inclusive education, but their understanding varied based on gender, location, teaching experience, qualifications, and the number of training sessions they had attended. The study recommends providing ongoing training for teachers on the importance of inclusive education and their role in fostering it. This would improve their perspective and ability to support children with special needs (CwSN) in an inclusive classroom environment.